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University of Washington Department of Spanish and Portuguese Studies Portuguese 365/ JSIS A 365 From Samba to Funk: A Portray of Brazilian Society through Music (Mapping Luso-Brazilian Cultures) Areas of Knowledge: Individual and Societies, Diversity, Visual Literary and Performing Arts Winter 2020 Instructors: Eduardo Viana da Silva [email protected] Class meets on T/Th – 1:30-3:20 pm Phone number: (206) 543-794 Denny Hall, room 259 Office: Padelford, room C-222 Office hours: Tue (3:30-4:30) Th (11:30-12:30) JSIS A 365/ PORT 365 - Catalogue Description Explores cultures of Brazil, Portuguese-speaking Africa, Asia, and Europe within the framework of cultural studies theory. Follows an interdisciplinary approach, drawing from readings, audio files (radio), films and documentaries in history, literature, arts and performances, anthropology, among others. Focuses on selected cultural aspects and countries. Taught in English. Course Description for Winter 2020 This course will look at several cultural representations of Brazil and other Portuguese-speaking countries through music, including genres as samba, choro, tropicália, maracatu, and funk, among others. Most of the course work will focus on Brazilian society and history through music. We will also study some of the musical genres from Portugal, Angola, Cape Verde, and Mozambique and its historical and cultural aspects as well. By the end of this course students will be able to: • Evaluate aspects of culture formation through several music genres in Brazil, Mozambique, Angola, Cape Verde, and Portugal; • Cultivate a critical appreciation and understanding of music genres and artists from the Luso-Brazilian world; • Develop an understanding of pertinent culture differences and global citizenship; • Consider the lasting ideas and values of similarities and differences between the self and the other, in light of each culture; • Learn to read and interpret critically; • Evaluate ideas from multiple perspectives. REQUIRED MATERIAL • Readings available on the Canvas site for the course JSIS A 365/PORT 365 1 Class requirements & Grade Breakdown Class Participation & Preparation 10% Responses to Class Readings on Canvas 20% Moderated Discussions 20% Midterm Exam (take home) 20% Final Exam (take home) 30% 1 - Class Participation & Preparation (10%) Preparation for readings and active participation in lectures, discussions, and related activities. This grade will reflect each student’s commitment to the course. o All reading must be completed before class meetings. o Students must come to class ready to discuss readings, documentaries, and other assigned material. 2 - Response to Class Readings on Canvas (20%) • Answer a question related to the reading on Canvas up to one hour before class. • Write 150-200 words for your answer. • Reply to another colleague’s answer when asked (maximum of 100 words) 3 – Moderated Discussion (20%) • Conduct a class discussion on an assigned reading. As part of this assignment, please bring a one-page hand-out with questions to facilitate the discussion and a summary of key points to be discussed. This is not a presentation about the readings. 4 – Midterm Exam – (take home) – (20%) During the end of the fifth week of class, students will have an essay-style midterm exam. The exam will be uploaded on Canvas. JSIS A 365/PORT 365 2 5 - Final Exam – (take home) - (30%) The Final Exam, essay-style, is comprehensive and will take place during Finals week. This is a take-home exam and will need to be uploaded on Canvas. DISCLAIMERS: • The instructors reserve the right to make changes to the syllabus as deemed necessary. Students will be notified in a timely manner of any syllabus changes via email or the course Announcements. • The material available for this class comes from a variety of areas of knowledge. The points of view of the authors may not be the same as yours or of your instructor. • Some of the topics that will be discussed in class involve race, gender identification, LGBTQ+, and other current issues. Some of the videos and readings may address other topics that are controversial and sensitive as well. SCHEDULE OF CLASSES - WINTER 2020 All the selected readings will be available on Canvas. WEEK 1 - Samba Tuesday – Jan 7 Introduction to the course syllabus Hertzman, Marc A. “Introduction.” pp. 1-15 (14 pages). In: Making Samba: A New History of Race and Music in Brazil. Duke University Press, 2013 Thursday – Jan 9 Hertzman, Marc A. “Between Fascination and Fear: Musician’s Worlds in Nineteenth-Century Rio de Janeiro.” pp.18-30 (12 pages). In: Making Samba: A New History of Race and Music in Brazil. Duke University Press, 2013 BBC Documentary: From Samba to Bossa Nova. Available on: https://www.youtube.com/watch?v=TwUuEsGsGRg&t=2s JSIS A 365/PORT 365 3 WEEK 2 – Samba and Candomblé Tuesday – Jan 14 Murphy, John P. “Samba, Brazil’s National Music.” pp. 1-28 (27 pages). In: Music in Brazil: Experiencing Music, Expressing Culture. Oxford University Press, 2006. Thursday – Jan 16 Henry, Clarence Bernard. “From the Sacred to the Secular: Popularizing Candomblé Rhythms.” pp. 56-81 (25pages). In: Let’s Make Some Noise: Axé and the African Roots of Brazilian Popular Music. University Press of Mississippi, 2008. Documentary Vpro World Stories: “Why people in Brazil believe in spirits like Orishas?” Available at: https://www.youtube.com/watch?v=IkDID5kIet4 WEEK 3 – Modinha, Choro, and Carmen Miranda ___ Tuesday – Jan 21 Livingston-Isenhour, Tamara Elena and Thomas George Caracas Garcia. “Introduction”. pp. 1-16 (15 pages). In: A Social History of a Brazilian Popular Music. Indiana University Press, 2005. Leu, Lorraine. “The Tradition of the Love Song in Brazil.” pp. 103-119 (16 pages). In: Brazilian Popular Music: Caetano Veloso and the Regeneration of Tradition. Ashgate, 2006. Documentary: “Caetano in Bahia” (1994). Available at: https://www.youtube.com/watch?v=n2E-zzTL304 Thursday – Jan 23 Livingston-Isenhour, Tamara Elena and Thomas George Caracas Garcia. “The Roda de Choro: Heart and Soul of Choro.” pp. 39-57 (18 pages). In: A Social History of a Brazilian Popular Music. Indiana University Press, 2005. Documentary IMDbTV: “Carmem Miranda: That Girl from Rio” (2008). Available at: https://www.youtube.com/watch?v=5YpLyD2e1Bc JSIS A 365/PORT 365 4 ______ WEEK 4 – Capoeira, Music in Angola Tuesday – January 28 Moorman, Marissa J. “The Hiatus Music, Dissent, and Nation Building after Independence, 1975– 90.” pp. 165-189 (24 pages). In: Intonations: A Social History of Music and Nation in Luanda, Angola, from 1945 to Recent Times. Ohio University Press, 2008. Thursday – January 30 Galm, Eric. A. “Global Indentities of Capoeira and the Berimbau: Keeping It Brazilian Overseas” – pp. 126-141 (15 pages). In: Performing Brazil: Essays on Culture, Identity, and the Performing Arts. The University of Wisconsin Press, 2015. Galm, Eric A. “Historical Connections and the Emergence of a National Symbol.” pp. 31-47 (16 pages). In: Berimbau, Soul of Brazilian Music. University of Mississippi Press, 2010. WEEK 5 – Pagode Bahiano, Axé Music, and Maracatu Tuesday – February 4 Lima, Ari. “Modernity, Agency, and Sexuality in the Pagode Baiano.” pp. 267-277 (10 pages). Guerreiro, Goli. “Candeal and Carlinhos Brown: Social and Musical Contexts of an Afro- Brazilian Community.” pp. 278-290 (12 pages). In: Brazilian Popular Music and Citizenship. Duke University Press, 2011. Documentary: Favela Rising (2005). Available at: https://www.youtube.com/watch?v=JU__cwZR6Oo&t= Thursday – February 6 Crook, Larry. “Maracatu in Recife.” pp. 145-166 (21 pages). In: Brazilian Music: Northeastern Traditions and the Heartbeat of a Modern Nation. World Music Series, 2005. Upload the take home MID-TERM EXAM until Monday (February 10) by 5 pm JSIS A 365/PORT 365 5 WEEK 6 – Bossa Nova and Tropicália Tuesday – February 11 McGowan, Chris and Ricardo Pessanha. “Bossa Nova: The New Way.” pp. 52-75 (28 pages) In: The Brazilian Sound: Samba, Bossa Nova, and the Popular Music of Brazil. Billboard Books, 1991. BBC Documentary: “The Girl from Ipanema: Brazil, Bossa Nova and the Beach” Available at: https://www.youtube.com/watch?v=DstyhF92UOQ Thursday – February 13 Leu, Lorraine. “Style and Sexual Politics in the Tropicália Period.” pp. 24-47 (23 pages). In: Brazilian Popular Music: Caetano Veloso and the Regeneration of Tradition. Ashgate, 2006. WEEK 7 –Country Music (Música Sertaneja) and Classical Music in Brazil Tuesday – February 18 Dent, Alexander Sebastian. “Hick Dialogics: Experiencing the Play of Rural Genres.” pp.136-161 (25 pages). In: River of Tears: Country Music, Memory, and Modernity in Brazil. Duke University Press, 2009. Thursday – February 20 Appleby, David P. “The Struggle Against Time/ The Legacy.” pp. 155-183 (27 pages). In: Heitor Villa-Lobos: A Life (1887-1959). The Scarecrow Press, Inc, 2002. WEEK 8 – Hip-Hop and Pop-music in Brazil Tuesday – February 25 Weller, Wivian and Marco Aurélio Paz Tella. “Hip-Hop in São Paulo: Identity, Community Formation, and Social Action.” pp. 188-204 (14 pages). Pardue, Derek. “Conquistando Espaço: Hip-Hop Occupations of São Paulo.” pp. 205-222 (17 pages). In: Brazilian Popular Music and Citizenship. Duke University Press, 2011. JSIS A 365/PORT 365 6 Thursday – February 27 Pardue, Derek. “Hip Hop as Pedagogy: A Look into Heaven and Soul in São Paulo, Brazil.” pp. 673-709 (37 pages). Anthropological Quarterly. Vol. 80, No. 3 (Summer, 2007) WEEK 9 – Funk in Brazil, Popular Music in Cape Verde. Rappers in Lisbon Tuesday – March 3 Moehn, Frederick. “Fernanda Abreu: Garota Carioca.” pp. 130-161 (31 pages). In: Contemporary Carioca: Technologies and Mixing in a Brazilian Music Scene. Duke University Press, 2012. Documentary from Studio Mega: “Favela on Blast” (2008). Available at: https://www.youtube.com/watch?v=pGmQHmaiYvI&t=4584s Thursday – March 5 Braz Dias, Juliana. “Popular Music in Cape Verde: Resistance or Conciliation? pp. 316-328. (12 pages). In: Music, Performance, and African Identities. Routledge, 2012. Pardue, Derek.
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    Inside The Brazilian Rhythm Section for Guitar, Piano, Bass and Drums by Nelson Faria & Cliff Korman Guest musicians: David Finck (Acoustic Bass) Itaiguara Brandão (Electric Bass) Paulo Braga (Drums) Café (Percussion) Sher Music Company Inside the Brazilian Rhythm Section TABLE OF CONTENTS Note from the authors . 10 Drum notation . 13 CD 1 – for guitar and piano players . 14 CD 2 – for drummers and bass players . 15 General information . 18 CHAPTER 1 Underlying rhythmic reference . 18 Samba Sample parts . 19 “Brasilified” – guitar/piano part . 20 “Brasilified” – bass part . 22 “Brasilified” – drum part . 24 Performance notes and extracted examples . 26 General information . 32 CHAPTER 2 Underlying rhythmic reference . 32 Bossa Nova Sample parts . 33 “Rio” – guitar/piano part . 34 “Rio” – bass part . 36 “Rio” – drum part . 38 Performance notes and extracted examples . 39 General information . 42 CHAPTER 3 Underlying rhythmic reference . 42 Partido-Alto Sample parts . 43 “Brooklyn High” – guitar/piano part . 44 “Brooklyn High” – bass part . 46 “Brooklyn High” – drum part . 48 Performance notes and extracted examples . 50 General information . 54 CHAPTER 4 Underlying rhythmic reference . 54 Choro Sample parts . 55 “Saudade do Paulo” – guitar/piano part . 57 “Saudade do Paulo” – bass part . 60 “Saudade do Paulo” – drum part . 62 Performance notes and extracted examples . 64 8 Inside the Brazilian Rhythm Section General information . 68 CHAPTER 5 Underlying rhythmic reference . 68 Baião Sample parts . 68 “Playground” – guitar/piano part . 70 “Playground” – bass part . 72 “Playground” – drum part . 74 Performance notes and extracted examples . 75 General information . 80 CHAPTER 6 Underlying rhythmic reference . 80 Frevo Sample parts . 81 “Sombrinhas de Olinda” – guitar/piano part .
  • Teacher's Notes

    Teacher's Notes

    Teacher's Notes SCHOOLS’ PACK – BRAZIL 2009 The Planning Sheet can be used as an outline of the topic for the period of the work. It is set out under ten themes: Introduction: FACT SHEETS 1. Brazil: the Land Fact sheet 1 Fact sheet 1a 2. Brazil: the Environment Fact sheet 2 Fact sheet 2a 3. Brazil: the Country and its People Fact sheet 3 Fact sheet 3a Fact sheet 3b – Isolated Amazon Tribes Fact sheet 3c - Isolated indigenous peoples in Brazil 4. Brazil: living and working in Brazil Fact sheet 4 5. Maria and Carlos Fact sheet 5 – meet Maria and Carlos Fact sheet 5a – At Home in Rio with Maria Fact sheet 5b – Living in Manaus with Carlos 6. Schools in Brazil Fact sheet 6 - Schools in Brazil 7. Living in Brasília Fact sheet 7 Fact sheet 7a 8. Brazil: Carnival Fact sheet 8 9. Brazil: its Sports Fact sheet 9 10. Brazil: Tourism Fact sheet 10 – ‘Brazil for Kids’ http://www.brazil.org.uk/school/brazilforkids.html 1 Schools’ Pack – Brazil 2009 Text in bold italics in the teachers’ notes indicates an extension activity Fact Sheets can be used as a source of information for teachers and pupils Fact Sheets 1a, 2a, 3a, 4a and 7a include differentiated information on these themes. Activity Sheets 1 - 16 can be printed for use in class. They relate to the relevant Fact Sheet in the Teachers’ Notes. Activities 17 – 26 can be introduced whenever wanted. They are not related to any specific Fact Sheet. ACTIVITY SHEETS 1. Where is Brazil 2.
  • Redalyc.Brazil and Issues of Cultural and National Identity in Latin America

    Redalyc.Brazil and Issues of Cultural and National Identity in Latin America

    Diálogos Latinoamericanos ISSN: 1600-0110 [email protected] Aarhus Universitet Dinamarca Diniz, Júlio Brazil and issues of cultural and national identity in Latin America Diálogos Latinoamericanos, núm. 2, 2000, pp. 24-38 Aarhus Universitet Aarhus, Dinamarca Available in: http://www.redalyc.org/articulo.oa?id=16200203 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative Diálogos Latinoamericanos Brazil and issues of cultural and national identity in Latin America Júlio Diniz1 I – The representations of the foundational myth The 500th anniversary of the arrival of the Portuguese in the American continent has underscored, this year, in innumerable intellectual circles, the need to re-discuss issues linked to colonialism and post- colonialism, dependency relations, globalization, and all the related cultural implications this discussion brings up. The official “celebrations” of the “discovery of Brazil”, elaborately prepared by the government of the former sociologist and advocate of the left-wing intelligentsia during the military dictatorship and current President of Brazil Fernando Henrique Cardoso, culminated on April 22. A production worthy of an Oscar for special effects – a ship, the same size as the original Portuguese caravels that reached the Brazilian coast in the autumn of 1500, arrived in Bahia amidst fireworks, to the sound of symphonic orchestras, military music bands, afro and afoxé groups, samba and pagode bands, and “trios elétricos” (live music and sound systems on a truck). There were local politicians, diplomatic representatives, pop stars, members of high society and the jet set, social climbers, all under the blessing of the Catholic church and transmitted by television from coast to coast.